This paper describes a study in which we investigated the effects of corrective feedback on learner uptake in CALL. Learner uptake is here defined as learner responses to corrective feedback in which, in case of an error, students attempt to correct their mistake(s). 177 students from three Canadian universities participated in the study during…

Describes a study investigating the knowledge of metalinguistic terminology in college students in Hong Kong and compares this knowledge to their English teachers' estimation of that knowledge and desire to use such terminology. Findings reveal wide differences between learners in their knowledge of terminology and wide discrepancies between…

Rehabilitates teaching techniques that exploit both the meaning-driven and form-focused potential of reformulation and reconstruction tasks in English-as-a-Second-Language classes. Argues that the potential for focusing learners' attention on form has received little attention in instruction models. (30 references) (Author/CK)

Discusses the consensus among language teachers that the teaching of grammar helps second language learners develop linguistic competence as part of communicative competence. The article argues that pedagogical grammar can be made less formal by keeping metalinguistic terms, concepts, and analysis at a minimal level. (45 references) (Author/CK)

Investigates the effects of awareness, or lack thereof, on 32 adult second or foreign language learners' subsequent intake and written production of targeted Spanish morphological forms. Think-aloud protocol data were used to measure awareness or lack of it, and morphological learning was assessed by the learners' performances on two postexposure…

Discusses the need for a systematic approach to phonology in language teacher training, outlining the deficiencies in the current "atomistic" approach to phonology in English-as-a-Foreign-Language (EFL) instruction and suggesting that a holistic approach will provide teachers with a better understanding of the sound systems of the…

Examines the use of computers in classroom research, particularly for second-language acquisition. Highlights include the research cycle; understanding second-language learning; the use of computers; learner research on developing language awareness; teacher research on understanding second-language classrooms; and the roles of learners and…

Explores the role of language awareness in the teaching and learning of languages within the framework of educational reform in Spain. Three different types of discourse are compared: the official curriculum, teachers' views obtained in interviews, and teachers' classroom practices. (Author/VWL)

This paper sets out a series of awareness tasks for introducing English-as-a-Second-Language teachers to English language corpora and concordances. The aim of the task is to make teachers more critical of how English is described and presented in course materials and to show them that corpora are a good resource for language investigation.…

Reports the case studies of three trilingual elementary school children in separate Vancouver (British Columbia) early French immersion classes, focusing on themes emerging from analysis related to the children's literacy practices and contexts for language learning, and the teachers' perceptions of these students and representations of…

Reports on a study that examined the extent to which learners can make explicit first language rules that appear to influence their second language performance. The learners were 11- and 12-year-old francophone students learning English in intensive communicative English-as-a-Second-Language classes in Quebec. (Author/VWL)

The development of pragmatic and sociolinguistic rules of language use is important for language learners. It is necessary to understand and create language that is appropriate to the situations in which one is functioning, because failure to do so may cause users to miss key points that are being communicated or to have their messages…

The multifaceted ways in which English Language Learners (ELLs) engage in "acts of identity" (Le Page & Tabouret-Keller, 1985) through their language use have created new challenges for ESL pedagogy. Heterogeneous identities have called into question the native speaker construct and the assumed links between ethnicity and language expertise.…

This paper provides an introduction to teacher language awareness (TLA) and a personal reconceptualisation of the relationship between TLA and other dimensions of teacher knowledge, revisiting issues discussed in Andrews (2001). In the first part of the paper, knowledge of subject matter is identified as the core of TLA. Given the increased…

The paper focuses on the development of teacher thinking, specifically L2 teachers' subject-matter cognitions, i.e. their Teacher Language Awareness (TLA) (see e.g. Andrews 2001, 2003). The study examines the evolving TLA, as it relates to grammar, of three teachers, each a graduate with more than 10 years' experience of teaching English in Hong…